Profile & Trends provides a summary of information on the performance and key characteristics of the New Zealand tertiary education system. It contains data on trends and changes in the 2009 academic year.

NCAT is an independent non-profit US organization dedicated to the effective use of information technology and course redesign to improve student learning outcomes and reduce the cost of higher education. Website includes many resources about course redesign using technology.

Guidance to support higher education institutions (HEIs) to strategically develop more effective mechanisms to further the involvement of disabled students, not only in the development of disability equality schemes, but also in the implementation of those schemes and in the wider development of an ongoing institutional culture towards disability equality.

This Ministry of Education report summarises the findings of a project on how different tertiary education organisations teach literacy, language and numeracy skills as part of their programmes. Includes cases studies from five institutions: a wānanga, a polytechnic, two private training establishments, and an industry training organisation.

A case study by UCOL for Taking The Lead: Strategic Management for e-Learning.

This literature review focuses embedded literacy, language and numeracy (LLN) and the organisational factors that impact on embedded LLN provision.

A collection of articles from the UK's Higher Education Academy that offer a snapshot of higher education’s current thinking about the impact of technology on its own teaching and learning.

The New Zealand Educational Theses Database contains 9000 Doctoral, Masters and Diploma theses in education topics about New Zealand and by New Zealanders at a wide range of overseas tertiary institutions.

In this video, staff from Otago Polytechnic describe the whole-of-organisation approach they take to open educational resources.

This pack includes a series of five short guides and a set of key messages postcards containing quotes from learners. The guides, written for different institutional roles, offer recommendations on how to better respond to learners’ expectations and uses of technology and offers practical guidance on how to embed the learners’ voice more effectively into processes and practice.

UK think-tank Demos argues that while British universities are under threat, technology is providing a means for a moment of rebirth for universities, with online tools and open access offering the means for their survival. Through their institutional capital, universities can use technology to offer more flexible provision and open more equal routes to higher education and learning.

The website presents quality information and resources to support those engaged in strengthening the literacy and numeracy of adults in New Zealand. Created by the University of Waikato as part of its work to establish a National Centre of Literacy and Numeracy for Adults which is funded by the Tertiary Education Commission.

The idea for this online book of resources was to further intellectual discussion and debate about the scholarship of teaching and learning by showcasing research and scholarship on teaching and learning practice in the University of Sydney and demonstrating how such work had contributed to the improvement of teaching and student learning practice.

A wide-ranging paper discussing the way UK universities and colleges plan courses and assessment and recruit, develop and reward teaching staff.

A case study by New Zealand Tertiary College for Taking The Lead: Strategic Management for e-Learning.

An Australian project exploring ways in which are teaching, learning and research linked for mutual benefit in higher education, how students benefit from the research character of universities, and whether relationships between research, teaching and student learning can be strengthened. Includes examples of good practice in linking teaching and research.

The Academy supports the UK Higher Education sector with policy information, research and evaluation, teaching and learning resources, professional development and networking opportunities.

This publication summarises the outcomes of work funded by the JISC Learning and Teaching Committee through its e-learning programme. It showssignificant diversity in the sector and the effectiveness of a range of approaches.  The publication is supported by a set of 37 detailed case studies that are available on this website.

An overview of the quality processes and trends in teaching, and learning and performance indicators, in Australia and in several OECD countries at the national and university level.  It suggests that indicators usefully employed at the intra-institutional level are most likely to lead to an enhanced learning environment which benefits students.

This report reviews and synthesises research literature on decision-making by prospective students on whether, where and what to study at a tertiary level. The report is based on findings from New Zealand and overseas literature and will contribute to knowledge and understanding of the factors that influence student-decision making.

Full title: Collaborative Development of Flexible Learning Capability for the Tertiary Education Sector of New Zealand: the case for Open Education Resources (OER)This paper is an outcome of the Collaborative Resource Development Model project and participation in the UNESCO International Institute for Educational Planning (IIEP) community of interest forum.

The purpose of Leading Excellence was to approach leadership from a cultural change perspective. To develop a tool which would assist leading improvement with a focus on the activity of leading, rather than leadership as an attribute.

Report from the Australian Learning and Teaching Council's (ALTC) Learning Leaders project

Presentation by Geoff Scott, Vice Chancellor (Quality) at the University of Western Sydney.

The Centre promotes and supports high quality learning and teaching across the disciplines of geography, earth and environmental sciences in UK higher education.  Based at the University of Plymouth, it provides a voice for the discipline communities, contributing to government consultations and policy developments.

This database contains Good Practices in higher education, which have been independently validated through national or state systems for audit or accreditation. Includes some New Zealand content.

This is an executive summary of the report from 'Taking the Lead: Strategic Management for e-Learning'

A case study by University of Otago for Taking The Lead: Strategic Management for e-Learning.

A case study by the Whitireia Community Polytechnic for Taking The Lead: Strategic Management for e-Learning.

A case study by AUT University for Taking The Lead: Strategic Management for e-Learning.

A case study by Te Whare Wānanga O Awanuiārangi for Taking The Lead: Strategic Management for e-Learning.

A case study by the Manukau Institute of Technology for Taking The Lead: Strategic Management for e-Learning.

A case study by Massey University for Taking The Lead: Strategic Management for e-Learning.

A case study by Massey University for Taking The Lead: Strategic Management for e-Learning.

A case study by NorthTec for Taking The Lead: Strategic Management for e-Learning.

A case study by Otago Polytechnic for Taking The Lead: Strategic Management for e-Learning.

A case study by TANZ for Taking The Lead: Strategic Management for e-Learning.

A case study by The Open Polytechnic for Taking The Lead: Strategic Management for e-Learning.

A case study by the University of Canterbury for Taking The Lead: Strategic Management for e-Learning.

A case study by Wintec for Taking The Lead: Strategic Management for e-Learning.

A case study by the University of Auckland for Taking The Lead: Strategic Management for e-Learning.

A case study by the Bay of Plenty Polytechnic for Taking The Lead: Strategic Management for e-Learning.

This study was designed to investigate the practices of nominated Māori and Pasifika Private Training Establishments (PTEs) in relation to teaching & learning, and programme design & development. It also investigated for what reasons the nominated Māori and Pasifika PTEs used the strategies they did to develop teaching and learning. It asked what cultural elements were interwoven into their practices, and finally, to what extent the practices of the nominated PTEs compared with those considered in the literature to be indicators of good practice.

Wānanga is a reformulation of an ancient institution called the "Whare Wānanga" a place of higher learning in pre-European days. There are three Wānanga to date that have been approved as Wānanga under the Act. These institutions focus on increasing Māori participation rates as well as advancing mātaurangā Māori (Māori knowledge). Wānanga intends to confer degrees on graduates who are bilingual and bicultural specialists in a number of disciplines. Wānanga institutions in line with legislative requirements are intent on disseminating knowledge in a way that is culturally appropriate.

Ka Hikitia, the Māori Education Strategy 2008-2012, is a broad reaching five-year strategy aiming to transform and change the education sector, ensuring Māori are able to enjoy education success as Māori. This strategy is about realising potential, understanding and accepting that culture counts. Furthermore it draws attention to the evidence to inform future planning and delivery.